Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence of European CLIL and by comparing it with other, non-European bilingual education initiatives and then we narrow the scope to Southern Spain, where the research was conducted. We outline the Andalusian Bilingual Sections programme, one of the cornerstones of the government's Plurilingualism Promotion Plan (2005), within which the research was conducted. In presenting results, we focus on specific areas that we believe make significant contributions to some of the key concerns in contemporary CLIL research including the linguistic competence of CLIL learners, the question of starting age, the distribution and functionalities of L2 use in CLIL classrooms, and the ways in which CLIL appears to be impacting on the educational system in general.
The present article aims at providing a valid framework for practitioners to assess social processes and learning outcomes when implementing Cooperative Learning tasks in CLIL contexts, a matter that needs careful consideration. The article explores the possibilities of cooperative assessment for learning in CLIL settings from a sociocultural perspective, providing a number of multifaceted instruments that endorse an assessment framework shedding light on three basic components of Cooperative Learning: positive interdependence, individual accountability and social skills development.Keywords: cooperative learning; CLIL; sociocultural theory; assessment for learning.Resumen: Este artículo presenta un marco que ayude a evaluar los procesos sociales y los resultados del aprendizaje cuando se ponen en marcha las técnicas de Aprendizaje Cooperativo en contextos AICLE, un tema que necesita ser estudiado en profundidad. El artículo investiga las amplias posibilidades que una evaluación formativa y cooperativa tiene en contextos AICLE desde una perspectiva sociocultural, ofreciendo instrumentos que proporcionan información sobre tres componentes fundamentales del Aprendizaje Cooperativo: la interdependencia positiva, la responsabilidad individual y el desarrollo de habilidades sociales.Palabras clave: aprendizaje cooperativo; AICLE; teoría sociocultural; evaluación formativa.
El objetivo de la investigación era conocer el uso que se está haciendo de las herramientas de comunicación disponibles en los cursos virtuales de la UNED. La muestra de estudio está formada por ocho asignaturas de la diplomatura de Educación Social de la UNED que disponen de espacio virtual en la plataforma WebCT. El análisis de datos está formado por un análisis descriptivo del uso de las herramientas de comunicación y un estudio cualitativo y cuantitativo de los resultados. Concluye que el uso de los foros de debate, del chat o de las videoconferencias no es óptimo.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.